Price Gavin R, Fuchs Lynn S
Department of Psychology & Human Development, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, United States of America.
Department of Special Education, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, United States of America.
PLoS One. 2016 Feb 9;11(2):e0148981. doi: 10.1371/journal.pone.0148981. eCollection 2016.
This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd-grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1-9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test.
本研究调查了150名三年级儿童（平均年龄9.01岁）的符号和非符号数量处理能力与两种标准化数学能力测量方法（WRAT算术测试和关键数学数字测试）之间的关系。参与者比较了数量为1至9的点集和阿拉伯数字对的相对数值大小。与先前的研究一致，符号和非符号数量处理的表现均与数学能力相关。将反应和准确性相结合的表现指标以及韦伯分数纳入了以标准化数学测试分数为基础的中介模型。结果表明，无论表现指标或标准化测试如何，符号数量处理能力完全中介了非符号数量处理与数学能力之间的关系。
